Dyslexia is a learning difference that makes reading and writing more challenging, but for many students it is also a different way of thinking, one that brings out creativity, persistence, and unique strengths. In terms of its definition, dyslexia is a neurological learning disability that primarily affects reading, writing, and spelling, stemming from difficulties with language processing that’s not related to intelligence.
Sophia Fio, a sophomore at McCallum, remembers struggling early in her educational years, before she understood why school felt so difficult. Like many families, hers didn’t immediately know what to do and how to begin searching for the right kind of support.
“I found out [I had dyslexia] because I got tested, my parents noticed that I was having a hard time with math and reading,” said Fio. “We didn’t know what to do at first… we kind of just searched around for a while and I got transferred to a lot of schools.”
After transferring from one school to another (each advocating the support she would need), her family eventually found what she needed at Rawson Saunders School in Austin, a private school specifically designed for students with dyslexia. The school focuses on structured literacy instruction, daily intervention, and individualized teaching methods that match how dyslexic students learn.
“I think it was really good,” said Fio. “They were very focused on dyslexia, we had one on one tutoring for at least an hour and a half every day. ”
Sophia spent four years at RSS, from third through sixth grade, building reading and writing skills and regaining her confidence in school. Programs like Rawson Saunders can be life-changing for students with individualized-learning needs, but they are also rare, as Rawson Saunders is one of twelve schools in Texas focused on teaching in a curriculum formed around accommodations. Many dyslexia focused schools are private and expensive, which means most students with dyslexia remain in public schools where support services vary depending on resources.
For students like junior Isabel Perez, specialized schools were never an option. Instead, she received support within the public school system from an early age.
“I’ve known it ever since I was younger, like in first grade or kindergarten,” said Perez. “My dad has dyslexia and my sister too, so my parents just wanted to check me.”
Perez attended public school and worked with a reading specialist during elementary school who pulled her out of class for extra support with other students.
“I took regular classes, but there was also a teacher who helped dyslexic kids,” said Perez. “During the week, usually during my English class, I would get taken out and we would read books and practice our vowels and learn different things.”
That support gradually faded as she moved into middle school and high school, something many students with dyslexia experience as they get older.
“It pretty much died down once I got to middle school,” said Perez. “But I think it helped a lot when I was younger, and now I read books all the time and take harder English classes to challenge myself and get better at reading.”
Even with support, dyslexia does not disappear as students get older. In middle school and high school, many students still struggle with reading speed, spelling, or writing by hand. Assignments can take longer and require additional tools or accommodations.
“I still have a hard time with reading and writing,” said Fio. “I can’t write properly completely, so that’s why I use speech-to-text and text-to-speech. It’s really helpful.”
Technology has made learning more accessible, but it doesn’t solve every challenge. Some assignments still require handwritten work, and not all teachers are equally familiar with accommodations.
“People are still asking you to write on paper and you have to find workarounds,” said Fio. “Sometimes people aren’t as understanding, so that can be really upsetting.”
Despite these challenges, educators say dyslexic students often develop strong problem-solving skills and creative thinking. As of fall 2025, Jennifer Padron has taken on the role as the 504 coordinator after being an English teacher at McCallum for over a decade.
“This new role is challenging definitely, but it is so rewarding to know I am helping the students,” said Padron. “The students I have met this year are so special, each kiddo has their own unique thing that makes them stand out. Something like this [dyslexia] shouldn’t be the reason they are brought down.”
Studies show that people with dyslexia are more likely to excel in creative fields such as art, design, and entrepreneurship. Some estimates suggest that up to 30–35 percent of entrepreneurs have dyslexic traits, a much higher rate than the general population. Researchers believe this is because students with dyslexia often develop persistence, adaptability, and unique thinking skills.
For Fio, those strengths have become clear over time. She is part of the art program at McCallum and says her creativity is one of her biggest assets.
Looking back at her early years, she believes getting specialized help changed the direction of her life and allowed her to succeed academically. She is now taking advanced English classes and plans to continue pursuing her interests and academic career, something that once didn’t seem possible.
“I honestly think I probably would have dropped out of school,” said Fio. “It kind of saved me because I did not like school and learning. It allowed me to actually learn in a way that I could understand.”
Fio is hopeful that other students with dyslexia understand that while the journey can be difficult, it is worth it to try.
“You just have to try twice as hard as other people,” said Fio. “It’s really frustrating, but usually people that have dyslexia do have other skills.”
